Transforming the technologies and modalities of learning: The case of the New Life Sciences in secondary schooling. TRANSFERRED (2007–2009)
Current theories of literacy learning stress the need to maintain literacy skills across the school years as students encounter the specialised literacy demands of each discipline area. Research on this topic, however, and its interface with evolving ICTs, is sparse. The proposed research a three-year observation and intervention program aims to expand on current notions of literacy education by capitalising on the rapid emergence of a curricular meta-discipline the New Life Sciences a paradigm that is distinctively dependent for its knowledge base on ICTs, for its representation systems on multimodal texts, and for its pedagogies on independent exploration and experimentation.